SARC Report for Growth Public · Growth Public By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The

Growth Public

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2016-17 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Audria Johnson, PrincipalPrincipal, Growth Public

Thank you for taking the t ime to learn more about our school and how we are doing! We are a new school that hasrecent ly opened in the Sacramento City Unified School District . We are working our teachers, family members, and ourpartners to build an extraordinary school here in the Sacramento community. Our mission is to be a diverse, connectedcommunity of curious problem solvers, caring innovators and creat ive change makers that challenge students to takeownership of their learning and find their calling.

Our vision is to prepare students to thrive in high school and for the changing, dynamic world of today and tomorrow.Graduates w ill:Model successful habits for lifeExcel at crit ical thinking & collaborat ionConstant ly strive for excellenceBe the builders, makers, entrepreneurs and art ists who create communit ies that change the world

We are small but mighty this year w ith Kindergarten and 1st graders, and we w ill ult imately grow to a K-8. We believethat our students are superheroes and we should create an environment to bring out their best each and every day. Wealso know that our world is changing rapidly around us, and as educators we need to create schools that prepare ourstudents for the world they w ill be entering. We set out to build a learner-centered school where students takeownership of their learning and find their calling. We do this through authent ic and robust project-based learning,personalized learning where students self-direct set goals, and finally w ith a comittment to social emotional learning, as webelieve this is a key part of success for our young people.

We hope this helps you to get to know us better.

Audria Johnson, Principal

Growth Public9320 Tech Center Dr.Sacramento, CA 95826-2558

Phone: 916-394-5007E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

2016-17 SARC - Growth Public

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Last updated: 1/9/2018

About This School

Contact Information (School Year 2017-18)Contact Information (School Year 2017-18)

District Contact Information (School Year 2017-18)

District Name Sacramento City Unified

Phone Number (916) 643-9000

Superintendent Jorge Aguilar

E-mail Address [email protected]

Web Site http://www.scusd.edu

School Contact Information (School Year 2017-18)

School Name Growth Public

Street 9320 Tech Center Dr.

City, State, Zip Sacramento, Ca, 95826-2558

Phone Number 916-394-5007

Principal Audria Johnson, Principal

E-mail Address [email protected]

Web Site www.growthps.org

County-District-School(CDS) Code

34674390135343

School Description and Mission Statement (School Year 2017-18)School Description and Mission Statement (School Year 2017-18)

THE GROWTH PUBLIC SCHOOLS MODEL At Growth Public Schools, we believe every child has a curiosity and passion to learn; our job is to bring out that curiosity and joy every day. Every element of theschool has been designed w ith this belief in mind.

Learning to do. GPS students are learning to do in an immersive project-based and hands-on learning environment, where they are solving problems,asking quest ions, and working collaborat ively.

Learning to be. GPS students w ill focus equally on developing the academic and non-academic skills that are crit ical to their success and happiness.

Learning to learn. GPS students w ill use their personalized learning plans to research quest ions, follow instruct ions and solve problems—admitt ing whenthey don't know something and figuring out a solut ion when they hit a roadblock.

MISSION

To be a diverse, connected community of curious problem solvers, caring innovators and creat ive change makers that challenges students to take ownership oftheir learning and find their calling.

VISION

GPS w ill prepare students to thrive in high school and for the changing, dynamic world of today and tomorrow. Graduates w ill:

Model successful habits for life.

Excel at crit ical thinking and collaborat ion.

Constant ly strive for excellence.

Be the builders, makers, entrepreneurs and art ists who create stronger communit ies and change the world.


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http://www.scusd.edu


www.growthps.org


WE BELIEVE...

In the unlimited potent ial of each child. We operate w ith the unwavering belief that each individual child has a spark w ithin them that is wait ing to beignited.

In the power of social emotional learning. We see the benefits of rigorous academics combined w ith the social emotional tools to be effect ive in all of thenon-academic areas of life that are crit ical to success.

Innovat ion is the path to future success. An entrepreneurial and innovat ive mindset is part of the essence of our school community. It influences how wesee the world and how we approach problems.

Diversity improves outcomes for all. The future asks us all to live in an interconnected world where different beliefs and perspect ives are understood,discussed, and shared through dialogue and knowing each other.


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Student Enrollment by Grade Level (School Year 2016-17)Student Enrollment by Grade Level (School Year 2016-17)

Grade Level Number of Students

Student Enrollment by Student Group (School Year 2016-17)Student Enrollment by Student Group (School Year 2016-17)

Student Group Percent of Total Enrollment

Black or African American %

American Indian or Alaska Nat ive %

Asian %

Filipino %

Hispanic or Lat ino %

Native Hawaiian or Pacific Islander %

White %

Two or More Races %

Other 100.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged %

English Learners %

Students w ith Disabilit ies %

Foster Youth %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2015-16

2016-17

2017-18

2017-18

With Full Credent ial 3 3

W ithout Full Credent ial 1 1

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0

2015-16 2016-17 2017-180.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2015-

162016-

172017-

18

Misassignments of Teachers of EnglishLearners

0

Total Teacher Misassignments* 0

Vacant Teacher Posit ions 0

2015-16 2016-17 2017-18-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Year and month in which the data were collected: July 2017

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)

Note: Cells w ith N/A values do not require data.

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language Arts- Lexia Core5 Reading (online curriculum)

- Fountas and Pinnell guided reading system

- Teacher created materials based upon the CCSS for Reading andEnglish/ Language Arts

0.0 %

Mathematics- ST Math online learning program

- Teacher created materials based upon the CCSS for Mathematics

0.0 %

ScienceTeacher created project out lines and materials based upon the Next

Generat ion Science Standards

0.0 %

History-Social ScienceTeacher created project out lines and materials based upon the CA

History/ Social Science Standards

0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and PerformingArts

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: January 2018

Overall Facility RateYear and month of the most recent FIT report: January 2018

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

N/A

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in ELA and Mathematics for All StudentsCAASPP Test Results in ELA and Mathematics for All Students

Grades Three through Eight and Grade Eleven Grades Three through Eight and Grade Eleven (School Year 2016-17)(School Year 2016-17)

Subject

Percentage of Students Meeting or Exceeding the State Standards

School District State

2015-16 2016-17 2015-16 2016-17 2015-16 2016-17

English Language Arts / Literacy (grades 3-8 and 11)

Mathematics (grades 3-8 and 11)


Page 9 of 21


Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students

Male

Female

Black or African American

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services

Foster Youth


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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students

Male

Female

Black or African American

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services

Foster Youth


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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note:The 2016-17 data are not available. The California Department of Educat ion is developing a new science assessment based on the Next Generat ion ScienceStandards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science w ill no longer beadministered.

Career Technical Education Programs (School Year 2016-17)

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Grades Five, Eight and TenGrades Five, Eight and Ten

Subject

Percentage of Students Scoring at Proficient or Advanced


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Science (grades 5, 8, and 10) 56% 54%

N/A

Career Technical Education Participation (School Year 2016-17)Career Technical Education Participation (School Year 2016-17)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma --

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion --

Courses for University of California (UC) and/or California State University (CSU) AdmissionCourses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2016-17 Pupils Enrolled in Courses Required for UC/CSU Admission --

2015-16 Graduates Who Completed All Courses Required for UC/CSU Admission --


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2016-17)California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Fitness Standards Five of Six Fitness Standards Six of Six Fitness Standards


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

Opportunities for Parental Involvement (School Year 2017-18)Opportunities for Parental Involvement (School Year 2017-18)

VisionGPS strives to work closely w ith parents and families as partners in helping our students achieve their educat ional goals, as well as to enhance the success of ourschool. We aim to create a community in which families are inspired and equipped w ith the knowledge and skills to support the success of their children, ourcommunity, and our school. GPS provides opportunit ies for parents to learn about our school, their child’s experience and academic progress, and ways to supporttheir child’s academic success at home. We also provide opportunit ies for parents to share feedback, contribute to the school community, strengthenrelat ionships among families and faculty, and help improve our school.

CommunicationsAn essent ial ingredient to building a partnership between parents and the school is proact ive, transparent, clear, and direct two-way communicat ions. GPSbelieves it is important that families can easily contact our teachers and staff, and that we regularly inform families about their child’s school experience andperformance, as well as our school’s act ivit ies and community. This allows for everyone to work together to support our students and school.

Family Group Mentor and Parent CommunicationsFamily Group Mentors are GPS parents’ primary liaisons to the school and about their child. Parents and mentors have a two-way dialogue and both proact ivelycommunicate w ith each other about student celebrat ions, challenges, and concerns both academic and behavioral. Mentors reach out to parents via phone,email, or postal mail about their student ’s academic performance and behaviors at least once per trimester, usually during Explorat ions. If a student ishaving significant academic challenges, mentors reach out more frequently. If a student has been involved in any incidents involving their or other communitymembers’ safety, either the mentor or school leader w ill contact the family immediately to discuss the situat ion and create a plan to address it by involving thestudent and the teachers, as necessary. It is also important for parents to let mentors know relevant information about a student outside of school if it has animpact on their behaviors or performance at school. If families have a quest ion, concern, or update related to a student ’s academic performance, they shouldcontact their child’s mentor. The mentor w ill respond w ithin 48 hours and coordinate and communicate w ith the student ’s other teachers as needed.

NewslettersAll parent and guardian email addresses are automatically subscribed to the school newsletter. If a parent or guardian does not receive either, please contact Mariade la Garma through her email [email protected] to update the email address. To unsubscribe, please click on the “Unsubscribe” link at the bottom ofthe email.

TranslationsWe value a diverse community, which includes families w ith many different ethnic and language backgrounds, and it ’s important for every member of ourcommunity to be informed about our school and their student. If a family’s primary language is not English, a parent can request an interpreter for any schoolmeetings or events. Either the parent or student can make this request to Maria de la Garma through her email [email protected] at least 72 hours priorto a meeting. Families can also request a written translat ion of written materials, if one has not already been provided to Maria de la Garma.

Family and School Academic PartnershipsParents are our partners in helping our students achieve their educat ional goals. While we w ill focus on providing rich, engaging learning experiences every minuteof the school day, we believe partnering w ith our parents leads to greater success for our students. When parents are able to help hold students accountable,reflect on their successes and challenges, and reinforce the expectat ions and habits students need to be successful, students are better able to achieve theiracademic goals. To foster that partnership, we provide opportunit ies for and expect parents to engage in learning about their student ’s experience.

Parent EventsAs a member of a small, diverse school, GPS families have the benefit of being part of a close-knit community and learning from people w ith various backgroundsand life experiences. While we w ill provide communicat ions and resources to help families learn more about their child’s academic experience and progress, weknow that nothing replaces in-person conversat ions and interact ions. We w ill have parent events throughout the year that help families gain the knowledge andskills necessary to support student academics and social emotional learning. These events w ill also serve to foster building relat ionships among families and faculty,our school hosts social act ivit ies throughout the year so that parents, students, and faculty can meet each other, build closer relat ionships, and learn from our richcommunity.

Supporting School SuccessWe believe it takes everyone in the community (parents, students, and faculty) working together to build a successful school. Volunteering, donat ing, celebrat ingour school community, recruit ing new families, and giving feedback are all ways in which Growth families support the success of GPS.

Parent VolunteeringOne of the benefits of being a part of a small school is having a close and involved parent community. Parents are key members of our community, and GPSbelieves that all families and communit ies have something great to offer. We encourage their part icipat ion in support ing the school and strengthening thecommunity. There are a variety of opportunit ies for parents to volunteer at the school or from home through our family organizat ion--Growth Invaluable FamilyTeams (GIFT). We appreciate any contribut ions parents can make to their school. Volunteering is not a requirement, and in no way w ill lack of volunteering have


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State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

any impact on a student or family and their standing in the school. For parents interested in volunteering w ith the school, please reach out to the Office Manageror Principal by calling 916-394-5007 or attend a GIFT meeting. We w ill attempt to match the needs of the school w ith the skills, talent, experience, and t ime ofour parents.

Parent FundraisingOne of the important roles that GPS families play is in helping our school financially support the unique experiences that make our school community so special.Every gift , regardless of size, counts and makes a difference. While we receive public, state funding to pay for our core educat ional experience, family fundraisingsupports the supplemental experiences that help build us into a strong community. Family donat ions help support student field trips, student act ivit ies,enrichment, and other community needs. All donat ions are tax-deduct ible. We hope that all members of our community w ill part icipate in support ing our school,at whatever level they can. Donat ions are not a requirement, and in no way w ill students ever be excluded from school act ivit ies that support the academicprogram because of lack of funds or contribut ions.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.5% 10.7% 9.7%

Graduat ion Rate 0.0% 0.0% 0.0% 85.0% 80.3% 81.4% 81.0% 82.3% 83.8%

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


Page 15 of 21

Completion of High School Graduation Requirements - Graduating Class of 2016 Completion of High School Graduation Requirements - Graduating Class of 2016

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students -- 82.1% 87.1%

Black or African American -- 74.2% 79.2%

American Indian or Alaska Nat ive -- 76.9% 80.2%

Asian -- 91.8% 94.4%

Filipino -- 94.1% 93.8%

Hispanic or Lat ino -- 79.3% 84.6%

Native Hawaiian or Pacific Islander -- 82.5% 86.6%

White -- 84.9% 91.0%

Two or More Races -- 81.8% 90.6%

Socioeconomically Disadvantaged -- 80.1% 85.5%

English Learners -- 57.6% 55.4%

Students w ith Disabilit ies -- 57.2% 63.9%

Foster Youth -- -- --


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2017-18)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Suspensions -- -- -- -- -- -- 3.8% 3.7% 3.7%

Expulsions -- -- -- -- -- -- 0.1% 0.1% 0.1%

Suspensions

2014-15 2015-16 2016-170.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2014-15 2015-16 2016-170.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

With the assistance of Legion Security, GPS conducted a threat assessment and developed the Physical Security and Emergency Operat ions Plan which providescurrent strategies that are used to ensure a safe school climate and provide emergency preparedness procedures in case of a serious event. The plan wasreviewed and approved at a public meeting of the GPS Board of Directors on January 11, 2018. Not ice for public comment was provided at the school and on theGPS website. An updated file of all safety-related plans and materials are maintained at the school and is readily available at the school for inspect ion by the public.

Addit ionally, GPS has adopted the follow ing policies in our Board approved Student and Family Handbook: Child Abuse Report ing & Procedures, Suspected ChildAbuse Report ing Procedures, Suspension & Expulsion/Due Process, Sexual Harassment Policies, Dress Code, Infect ious Diseases Prevent ion Plan. The plan wasreviewed and approved at a public meeting of the GPS Board of Directors on July 28, 2017. Not ice for public comment was provided at the school and on theGPS website. An updated file of the handbook is maintained at the school and is readily available for inspect ion by the public.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Federal Intervention Program (School Year 2017-18)Federal Intervention Program (School Year 2017-18)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2008-2009

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 52

Percent of Schools Current ly in Program Improvement N/A 73.2%

2014-15 2015-16 2016-17

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6

Other


Page 18 of 21




* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2016-17)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2014-15 2015-16 2016-17

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English

Mathematics

Science

Social Science

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (Librarian) N/A

Library Media Services Staff (Paraprofessional) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site -- -- -- --

District N/A N/A $6574.0 $70343.0

Percent Difference – School Site and District N/A N/A -200.0% -200.0%

State N/A N/A $6574.0 $79228.0

Percent Difference – School Site and State N/A N/A -200.0% -200.0%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2016-17)Types of Services Funded (Fiscal Year 2016-17)

N/A

Teacher and Administrative Salaries (Fiscal Year 2015-16)Teacher and Administrative Salaries (Fiscal Year 2015-16)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $43,170 $47,808

Mid-Range Teacher Salary $56,736 $73,555

Highest Teacher Salary $93,113 $95,850

Average Principal Salary (Elementary) $109,332 $120,448

Average Principal Salary (Middle) $111,735 $125,592

Average Principal Salary (High) $128,526 $138,175

Superintendent Salary $290,000 $264,457

Percent of Budget for Teacher Salaries 29.0% 35.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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http://www.cde.ca.gov/ds/fd/cs/




*Where there are student course enrollments of at least one student.

Professional Development

Advanced Placement (AP) Courses (School Year 2016-17)Advanced Placement (AP) Courses (School Year 2016-17)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science N/A

English N/A

Fine and Performing Arts N/A

Foreign Language N/A

Mathematics N/A

Science N/A

Social Science N/A

All Courses --

Our teachers have an enormous opportunity to grow as educators in the GPS model, especially during Explorat ions Professional Development t ime, as they havethat t ime to focus on developing as professionals. We set goals and create professional growth plans for each teacher, and support each teacher to grow into aworld-class educator via coaching, check-ins, and professional development days. Teachers have a significant number of professional development days, at thestart of the year, weekly, interspersed throughout the regular semester, and during Explorat ions PD t ime. A percentage of these professional development daysare devoted to data driven instruct ion and collaborat ion, but professional development is also aligned w ith the instruct ional goals and vision of GPS as well as eachteacher’s professional goals. GPS uses both external (such as High Tech High’s or Summit ’s teacher development courses) and internal experts to provideprofessional development to include educat ional opportunit ies to reinforce the follow ing:• Goal sett ing for the ent ire school, teachers, and students• Creat ing competency based learning and inquiry-based PBL lessons• Co-planning and collaborat ing—part icipat ing in Professional Learning Communit ies• Teaching, execut ing, and reinforcing clear systems, procedures, rout ines, and the established norms at GPS and classroom levels to maintain an emotionally andphysically safe rigorous learning environment• Community building amongst the staff in order to build a high trust workplace• Training in culturally responsive teaching in order to best support a heterogeneous student body• Data analysis techniques to ensure faculty members are highly skilled in data analysis • Strategies to support struggling students and/or special populat ions, such as special educat ion students, EL students, or low income students• Other needs as determined by data, classroom observat ions or professional growth plans


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Documents

SARC Report for Growth Public · Growth Public By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The